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INTRODUCTION:...........................................................................................................3 The overall educational system in our country:................................................................4 Theoretical Education:..................................................................................................4 Vocational Education: .................................................................................................5 Benefits of vocational education:.................................................................................5 Benefits of general academic education ......................................................................6 The features of theoretical and vocational education of Bangladesh:..........................7 FROM TEACHERS VIEW ............................................................................................9 FROM GUARDIANS VIEW........................................................................................10 1. Status in the society ..........................................................................................10 2. Duration for the promotion.................................................................................10 3. Cost during the study..........................................................................................11 FROM BUSINESSMANS VIEW.................................................................................12 Reference: .....................................................................................................................12
INTRODUCTION:
Education is a basic human right. It is a key tool for national development. There happened many research about the development of education. In many countries, it was seen that it has a large educated population but it remains unable to make significant progress. It is also said that third world development is sluggish. The scholars began to find the reason of the lacking of the development. Scholars argue that countries need a well-diversified education system in order to gain sustainable development through education. The present paper discusses the issues connected with academic vs. vocational education. The overarching theme of the paper is acknowledgment of the importance vocational. ambiguous economies education. The value attached to a qualification depends crucially on what people can do with it. S.S.C or H.S.C are valued - some more than others - because they qualify successful students for the course of their choice at the university of their choice. Vocational qualifications in countries like Germany and Switzerland are highly respected because they are clearly related to sought-after employment. Some of the most prestigious qualifications in this country are vocational, like medical and law degrees, because of the doors they open, but most vocational qualifications for 14 to 19 year-olds have no such clear purpose. The dilemma calculations of and of of cost-benefit analysis effective the when
arguing for or against either type of education: academic or providing education to unstable particularly in developing countries with limited resources and rates of return due labor market fluctuations makes it an absolute
Theoretical Education:
Theoretical Education is an educational level that follows the completion of a school providing a secondary education, such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education. Colleges, universities, and Institutes of Technology are the main institutions that provide tertiary education (sometimes known collectively as tertiary institutions). Examples of institutions that provide postsecondary education are community colleges, independent colleges, Institutes of Technology, and universities. They are sometimes known collectively as tertiary institutions. Completion of tertiary education generally results in the awarding of certificates or academic degrees. High performance is expected of students in Higher Education, and those who cannot meet the standards must leave. Theoretical education includes teaching, research, exacting applied work (e.g. in medical schools and dental schools), and social services activities of universities. Within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education), and beyond that, graduate-level (or postgraduate level) for very highly-qualified students who wish to go further in their education and skills. This level of education is often referred to as graduate school. In many developed countries, a high proportion of the population, now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right and as a source of trained and educated personnel for the rest of the economy.
Vocational Education:
Vocational education or Vocational Education and Training (VET), also called Career and Technical Education (CTE), prepares learners for jobs that are based in manual or practical activities, traditionally nonacademic and totally related to a specific trade, occupation or vocation, hence the term, in which the learner participates. It is sometimes referred to as technical education, as the learner directly develops expertise in a particular group of techniques or technology. Up until the end of the twentieth century, vocational education focused on specific trades such as for example, an automobile mechanic or welder, and was therefore associated with the activities of lower social classes. As a consequence, it attracted a level of stigma. Vocational education is related to the age-old apprenticeship system of learning. However, as the labor market becomes more specialized of and economies education demand through higher publicly levels funded of skill, governments and businesses are increasingly investing in the future vocational training organizations and subsidized apprenticeship or traineeship initiatives for businesses. At the post-secondary level vocational education is typically provided by an institute of technology, or by a local community college.
responsibilities
5. Learning new work skills to meet requirements in an ever changing work place 6. Learning new skills for changing careers 7. Increased job skill transfer ability 8. Increased job stability
Bangladesh has taken the decision to build more traditional educational institutions which has resulted in producing graduates rather than skilled person power. Vocational education is inherently multidisciplinary in nature, and depends to a significant extent of specialists from relevant disciplines in the country, as well as those in developed countries where development has been progressed through multidisciplinary activities. So this may help the students to reach the labor market and further education, with a solid foundation. The number of polytechnic institutions is low in comparison with most other countries, and the Bangladesh population. One government vocational teachers training institute offers in-service training for the teachers, but its effectiveness is questionable. This brings question how effectively vocational teachers are performing in teaching. The present vocational education system does not provide any in-service training for workers. The present status of vocational education system is such that we only offer old programs and topics. Bangladesh needs to offer up-todate programs such as information technology, computer science, ecommerce and so-on. Bangladesh not only needs to restructure its vocational education facilities, but also needs to restructure the vocational programs. In Bangladesh 64% of technician level jobs are held by people without any formal education or training, and suggest that if vocational education in Bangladesh fails provide good programs with an up-to-date curriculum; they will likely lose credibility with the employees. There are some barriers to vocational education in Bangladesh: 1) Most elite parents think that their children should not become a labor. Even if their children are less academically able, parents try to push their children into higher education. But poor parents become disappointed about their childrens education. 2) The quality of vocational education system is very poor and cant provide sufficient significant knowledge for jobs. 3) A vocational student has a gap of 2 years academic study, he/she cant enroll in further higher education. In these
circumstances a vocational graduate joins his/her job after completion of secondary and higher secondary education, he/she cant come back into further education. 4) Higher educated people in general discipline areas can work at any place but higher educated people from vocational education can only work in different places, which is low in terms of social prestige. Providing good vocational education needs more money for practical workshop facilities, and also demands industrial attachments for internships. There need multifarious expensive requirements such as materials, resources, curriculum, support system, personnel, management requirements etc. As a poor country, achieving a high budget for education is a real challenge for Bangladesh.
After studying all these years and spending all their money they are running after a job only to erase the unemployed tag. But some people are also having good jobs after taking a vocational degree. I talked to some people of financially stronger countries, who are working abroad, about their educational system and they informed that they complete high school and then decide whether to go for theoretical education or vocational education. Mostly the very good and meritorious students are encouraged to go for theoretical educations. The others are encouraged to go for vocational education. After they get training and acquire skills in certain fields they are employed in their related fields and they can get better job abroad also. In overseas, the technically skilled people are always highly paid. Our government can also follow this and it will help reducing unemployment-related frustration among the young people.
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Reference:
1. The role of technical and vocational education in the national development in the national development of Bangladesh - By Gazi Mahbubul Alam
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